A. Group decision- making
B. Group cohesiveness
C. Organizational culture
D. Group effectiveness
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Related Mcqs:
- Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - Which TWO of the following statements are true of blocking?
1: The phenomenon of blocking provides an interesting and much-studied instance of failure to learn, in spite of contiguous presentations of the CS and the US
2: In a blocking experiment, animals receive training with what is termed a compound CS (Phase 2)
3: The experimental group has first received a phase of training in which the US alone is conditioned (Phase 1)
4: The experimental groups shows no (or very little evidence of learning about the CS that is presented in Phase 1A. 1 & 2
B. 2 & 3
C. 3 & 4
D. 1 & 3 - The group polarization effect implies that:
A. group decisions will always be better that individual decisions
B. when most of the group members initially favor a cautions decision, discussion will cause the group to adopt even more cautions decision
C. a group will always eventually divide into groups with opposing decisions
D. when most of the group members initially favor a cautions decision, discussion will cause the group to adopt a risky decision - Tanvir is a graduate student who is studying identity formation. He selects a group of 5-year-olds, a group of 10-years-olds, and a group of 15-year-olds, and a group of 15-year-olds, and interviews each group asking them what they plan to be when they finish school. In this example, Tanvir is using:
A. a multi-factorial research design
B. a longitudinal research design
C. a cross-sectional research design
D. a nested condition research design - Select the TWO correct statements from those below with regard to psychological research:
1.You can fully understand the result of an IQ test without knowing anything about intelligence testing and standard scores.
2. if two things are correlated this signifies that one is the cause of the other.
3. A good knowledge of psychological research methods allows you to avoid making the mistakes that journalists politicians and many others make because they lack the necessary conceptual understanding.
4. In most countries, in order to become a psychologist, you will be required to conduct a piece of psychological research.A. 1 & 2
B. 2 & 3
C. 1 & 4
D. 3 & 4 - Sarah in a group which is responsible for keeping a mile in a local road clear of litter wice a year, anyone who wants to can help the group pick up garbage and litter along the highway. Which of the following describes the type of group Sarah is in?
A. task and social
B. social and inclusive
C. task and exclusive
D. task and inclusive - In the context of Titchener’s research for the most elementary sensory experiences, introspection is a research method involving a detailed verbal report on ____________?
A. one’s own conscious sensory experience
B. how one’s own personality affects one’s conscious sensory experience
C. how one’s own behavior affects one’s conscious sensory experience
D. all of the above - I work at a university and my research is designed to be immediate use in the classroom. My research would be called:
A. basic
B. applied
C. impractical
D. ethical - Dr. Roberts engages in basic research involving the construction and validation of tests designed to assess individual differences in traits such as anxiety and self-esteem, which specialty area does her research best represent?
A. developmental psychology
B. personality psychology
C. biological psychology
D. social psychology
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